Evidence Beyond the Documents (DBQ)—Your Students Will Get it Every Time!

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In this video I talk about the evidence beyond the document point on the DBQ. It should be one of the easiest points to earn, but our students continually miss it. But I've got some help for you...

Heimler's History Teachers

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6.9k views, I can't be the only student here right?

derHallen_Ch.

Wow, VET reminds me a lot of what I’ve been trying to teach my first graders — that’s right, first graders (I work at a charter school). I was reading Elements of Argument by Annette T. Rottenberg, that talked about really what I understood to be the basic form of an argument: claim, evidence, and assumption (but really is more like “tie-back”).

You make a claim. You pick your evidence. You state an assumption that demonstrates why the evidence chosen is related to the claim. Then more support can be given to the claim and to the assumption to one heart’s content.

So, I’ve been emphasizing to them and parents: “an intellectual response to answering the question, ‘What is the main idea?’ consists of your (or your child’s) 1) Idea, 2) What helps the idea be right, and 3) How does it help your idea be right.

Lightbulb

I always tell my students to first read and analyze the question, and then to brainstorm and make a list of items connected to the question, BEFORE reading the documents. If they read the docs first, the docs will control their thinking. By brainstorming first, they will have a list of items which will usually contain something not in the docs (the outside evidence). It is also good for them to know that the CB a question writers do not try to make this tricky. They always leave out something significant from the docs so that students can use that as OE.

jackhoran

Hey for the dbq the period was circa 1850-1950 would the Iranian revolution be counted as outside evidence even thought it is partially outside of the time period.

davidk